Abstract

CHACON, Fernando Ysmael Cenas; BALAREZO, Mariana Geraldine Silva  and  CUBA, Yamil Zenefelder Minez. Assessment of differential calculus competency in engineering students. Horizontes Rev. Inv. Cs. Edu. [online]. 2022, vol.6, n.24, pp.1193-1203.  Epub June 30, 2022. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v6i24.407.

This article presents the results in terms of how the evaluation of competences referred to differential calculus, in the Civil Engineering career, is important not only to understand the shortcomings that afflict the low development of these competences, but also how these can be disaggregated into theoretical, methodological and social. The design was quantitative, descriptive and non-empirical, cross-sectional. A survey and a test were used to evaluate theoretical and methodological competencies and a questionnaire to evaluate social competencies. The participating sample consisted of ninety (90) students taking differential calculus in Civil Engineering during the II cycle 2021. As part of the results, it was determined that 92% of the theoretical competencies are at a high level; 57% of the methodological competencies are at a low level; as for the social competencies, 67.8% of the students mentioned that participation in the class sessions was very good and 27.8% considered that it was good. According to the results, it can be affirmed that the theoretical competences are the ones that are much more developed, to which the social competences are added with an important recognition; however, the teacher must emphasize the methodological ones, since it is through them that a better base will be achieved to solve problems and apply the knowledge, thus strengthening the calculation base.

Keywords : Calculus; Competences; Students; Methodological; Social.

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